Building a master schedule isn’t just about plugging courses into time slots—it’s about expanding opportunity. In secondary schools, the collaboration between principals and registrars is one of the most important partnerships for ensuring students have access to the courses, teachers, and supports they need to graduate ready for career, graduation, college and life.

But too often, these decisions are rushed, overlooked, or made in silos. When principals and registrars plan together—early and strategically—they can design systems that promote equal access, efficiency, and student success.

Here’s what that collaboration should include:

1. Start with a Vision, Not Just a Spreadsheet

Before building your Master Course schedule, principals and registrars should align on key goals:

• What does the data say? What do students need to graduate? To go to college?
• Are we expanding access to advanced coursework?
• Are we making sure students with IEPs or multilingual needs get their required services without losing electives? Do they have access to taking courses with their peers?
• How do our course offerings support career and college readiness? High school prerequisites?
• Are these priorities being communicated to the department leaders?

A shared vision gives every scheduling decision a purpose.

2. Review New Courses and Staff Updates Together

Planning starts with what’s possible. Principals should bring registrars into early conversations about:

• New or pilot course offerings
• Projected staffing changes
• Known teacher assignments and certifications

If new offerings are coming (like CTE courses, dual credit, or career exploration electives), registrars need time to build them into the system before student forecasting begins.

3. Analyze Projected Enrollment and Student Grouping Plans

Accurate enrollment projections are critical to balancing sections and avoiding over- or under-enrolled classes. This is also the time to confirm:

• Advisory or mentorship models
• Whether students will be grouped in grade-level blocks or by programs
• How to balance inclusion needs and course demand

4. Be Strategic with Prep Periods and Bell Schedules

Wide-spread common prep periods can limit when students can take core or elective courses. Instead, aim to stagger preps to expand access while still protecting planning time.

If changes to the bell schedule or academic calendar are being considered (like a move to flex days or modified blocks), loop in registrars early. Their perspective on sectioning, transcript management, and compliance can make or break a smooth transition.

5. Communicate—and Document—Decisions

Use shared planning tools, timelines, and meeting notes. Hold short weekly or biweekly check-ins during scheduling season to stay aligned. This minimizes surprises and helps both roles stay student-centered, even during the most logistical phases.

The Bottom Line

When principals and registrars work as true partners—not just schedulers—schools can offer smarter course access, balanced staff workloads, and stronger pathways to graduation. It’s not about building the perfect schedule. It’s about building a schedule that reflects your school’s values—and opens doors for every student.